About Us


Our childcare is equipped with the right resources and programs to ensure your child is receiving the best care possible. Indoors, we have an arts and craft area, puzzle table, a family play area, library corner, playdough/clay table, natural resource corner, and space for block/Lego building. Resources and spaces are rotated with our monthly planning cycle. We also have an amazing outdoor area, a large sandpit, a plum tree, playground, gardens, obstacle course, carpentry table, art easel, water play area, and basketball hoop. We have a large shed located outside which stores all of our outdoor resources.

We have a separate under 2's crawling area with plenty of sensory and exploratory resources which are on low shelves for the infants and toddlers to reach themselves, a book corner, natural resources and nice sheep skins to sit on. Located inside is a couch suitable for bottle feeding and parents who are breastfeeding. They also have their own outdoor playground including a sandpit, climbing courses, bikes, rocking horses, and water/messy play trough. On the deck there is a table with special chairs designed so infants and toddlers cannot fall, where they have their kai (food). We provide cooked meals every day for lunch, have mat-times, sleep times, and transition to school times. At Birkdale, we love our free play and messy play, water play, and exploring with natural resources. We teach our children self help skills and encourage independence and Kaitiakitanga - guarding our taonga and natural resources by ensuring we take care of our grounds and resources with respect. Each child attending Birkdale will receive their own portfolio with learning stories each month, along with online StoryPark updates.

We also provide a Transition to School program with our four year olds, in their own little "school room".

The Education Review Office has a shift in focus from “the child being ready for school, to the need for the school to be ready for the child” - this means that all children learn at their own pace and in their own way so it's important not to pressure children into the transitioning process too early.

When early childhood services and schools live this quote, children and young people’s learning, social, physical and cultural needs are met and the learning they have achieved in one part of the system transfers to and is built on in the next. When this doesn’t happen well, children’s learning is interrupted and their progress and achievement is affected.

When a child turns 5, the New Entrant classes have certain expectations for each child. We work with our children throughout the day and in our Transition Room to work on these things, which are:

Mathematics (eg, Naming shapes, colours, size, counting up to 10)

Social skills (eg, Making friends, follow rules, be able to focus)

Writing/Reading (eg, Knows how to hold a book, recognize their own name, recognize letters, hold a pencil correctly, tracing, matching words)

Oral literacy (eg, Can listen, follow instructions, can talk confidently in front of others, recognize rhyming words)

Physical skills (eg, Can use scissors, has a preferred writing hand, skip, jump, and hop)

Along with this, we have visits to local primary schools and sometimes they visit us. We work together with parents and whanau during this process which will hugely benefit your child.

Our Vision

The child is the heart of the Matter

(Kote tamatiti te Pūtake o te Kaupapa.)

All tāmariki, whānau and kāiako have a strong sense of:

Whānaungatanga (a relationship through shared experiences and working together which provides everyone with a sense of belonging, actively engaging in respectful working relationships with Maori learners, parents and whanau, hapu, iwi and the Maori Community) Kouta (respect for oneself, other people, resources and Papatuanuka) Mana Reo (to recognise the languages and symbols of tamariki’s own and other cultures)

Mission Statement

We acknowledge that our children are our future and will create a safe, happy environment for the children to become self-motivated, independent, and socially competent.

We will commit to bicultural partnership by affirming Maori Learners as Maori. Te Reo and Tïkanga Maori will be an integral part of our curriculum.

Our learning community will respect all cultures values, language, and heritage.

Parents/whanau, staff and the wider community will collaborate to promote positive learning outcomes for all children.

Ka anga whakamua tatau

Moving forward together

Philosophy Statement

Ngā Mātāpono a Te Puna Birkdale

We are raising people of the future.

  • To be confident and trusting so they can be a happy, striving person, confident in their individuality.
  • To be equipped and able to handle and cope with change and challenges.
  • To have confidence to ask for help and give help and have the skills to build healthy, reciprocal relationships with people they meet.
  • To develop the social skills to stand up for what they believe in.
  • To be familiar with, have knowledge of and feel pride and belonging in Tikangi Maori and be an active participant of the bicultural society that if Aotearoa.
  • To be familiar with, have knowledge of and feel pride in their own culture.
  • To recognise and respect other cultures and recognise and value similarities and differences with their own.
  • To strive to reach their full potential and take pride in ‘knowledge’, ‘understanding’ and ‘skill’ so they can develop a sense of ownership and belonging in their personal educational path.


  • By showing we have a strong commitment to New Zealand’s Maori culture by bringing Te Reo and Tikangi Maori. Recognising Te Whaariki as our curriculum document and incorporating the Articles of The Treaty of Waitangi in our daily practice.
  • By celebrating all cultures that attend Birkdale Early Learning Centre; we do this by bringing families and whānau into our daily practice and planning.
  • As kaiako we recognise that every child is an individual, with their own interests, strengths, cultures, and dispositions and allow them to develop their own learning path.
  • We work to build a supportive learning environment. Kaiako, tamariki and whānau model reciprocal and respectful relationships.
  • We listen to children when they communicate with us, taking their suggestions and concerns seriously, and allowing tamariki to see that they can influence change and that their opinions and beliefs matter.
  • We have sustained conversations with tamariki and encourage them to learn and develop a comprehensive knowledge of language.
  • By enabling our Maori and Pasifka children using the principles of Tatiako, Wānanga, Whanaungatanga, Manaakitanga, Tangata Whenuatanga and Ako
  • We encourage tamariki to spend time playing by themselves as well as including them n group activities.